Keywords
Arabic Language Teaching
Madaris Education
Technology Integration
Faith-Based Schools
Abstract
In order to effectively teach languages in the twenty-first century, information and communication technology (ICT) integration has become essential. However, little is known about how teachers' knowledge of ICT affects its use in faith-based learning environments, especially in Madaris education in Nigeria. This study looked at how Arabic teachers use of ICT for teaching Arabic at joint-administered and self-managed Madaris in Lagos State, Nigeria, related to their awareness of ICT. A validated questionnaire was used to gather data from Arabic teachers using a correlational research design. Data was analyzed using Pearson Product Moment Correlation (PPMC) at the significance level of 0.05. The results showed a statistically significant positive correlation between instructors' ICT awareness and their degree of ICT use in Arabic language instruction. The study comes to the conclusion that teachers are more ready and capable of incorporating technology into Arabic instruction when they are more knowledgeable of ICT tools and pedagogical uses. To improve ICT integration in Madaris education, the report suggests focused awareness-driven professional development initiatives and policy support.
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